Tuesday, August 1, 2017

Week 3 notes and....

Conditions for classroom innovation:
WHy don't teachers innovate when using computers>

Three interactive domains: Innovator, innovation, Context.

Innovator - the teacher.
Technology proficiency important. In 2002 - Nowadays "tech" is far more accessible

Must be compatibility between pedagogical beliefs and the technology :

"view technology as a means to an end.... connection b/ween tech and curriculum.... the value of techn limited to... adding novelty.... likelihood of success was greatly reduced.
"Willa" didn't match her pedagogy to the aim of the project...  Need to have a full understanding about goals and why we use the new technology.

Socially awareness: Must be able to know where to go in the school, and understand social dynamics of the school.

Distance from school 'culture' has an effect on the project.

Distance from existing practise:


Substitution Augmentation Modification Redefinition 

substitution - new tech replaces old but doesn't change the task
augmentation - tech changes task slightly but is still similar- increases functionality.
Modification - tech is used to redesign parts of task and transform students learning - collab on google doc
Redefinition - design and create new tasks that were once unimaginable. eg connecting to classrooms across the world with google doc

No impact from technology as no one has 'gone beyond' substitution.

Technological Pedagogical  Content Knowledge

Content - its the what, the subject matter
Pedagogical Knowledge - its the how - what tools do we use to teach knowledge?
Technology - the 'partner' what tool will we use to make content more accessible?
TPAC is when all three 'areas' work together 

Work with people in 'other subjects' to get other ideas and feed into your task creation.

Going OVer the Reading :

Proficiency not as important as having a POSITIVE MINDSET and being willing to learn.

Learning is messy
Technology has finally caught up to the way humans think......
Incremental Changes - note to self change some of the poetry unit...

Any product is 'unfinished' - get feedback and apply it 

Problems in practise....

Students refusing to use computers ....
Groupwork not 'collaborative'
Unmotivated students - particularly at 'higher levels' - screenshots of KAMAR not submitteds, 
Students not wanting to do anything - regardless of how 'interesting it is' - collect surveys, 

Introduce More Technology into the classroom - Collecting Evidence using 365, how to engage 'the rest' 

Need to decide:
What evidence do I have/ need to collect:
Innovate by myself or with others?
Some digital /collaborative learning solutions....
What are you going to try ? What were the problems? What went wrong/ what do you need to do?
Make a plan and try it soon - ask the kids how it went. 
Ask kids what they think the biggest problem with 'my teaching' is.....

Disruptive Tech

http://www.investopedia.com/terms/m/mooreslaw.asp Exponential growth in technology

What will disrupt education? Already has happened - can sit in front of a computer and 'learn' content knowledge better than a teacher
BUT we have to teach "creativity" etc.....

Are we in a computer simulation?
In not too distant future won't be able to tell the difference between 'the real' and 'the fake' world

Assessment - 

Write a 960 word essay first - importance is yr voice and thinking

support your points with a referenced piece of research (altho not super important)

Tuesday, July 25, 2017

Weeks 1 and 2 Notes

Epistemology - knowledge/understanding - logia = science
knowledge is justified true belief. Must be provable and JUSTIFIABLE through EVIDENCE
2 Branches of Epistemology - Empiricism (true knowledge founded on input from senses ) and Rationalism (true knowledge comes from reason - the human mind is the source of new knowledge.)
GENETIC EPISTEMOLOGY - cognitive development among children and how they understand, learn, acquire new knowledge
SOCIAL EPISTE - human and social aspects of knowledge production - how knowledge is affected by the tools available

“While Western science and education tend to emphasise compartmentalized knowledge which is often de-contextualized and taught in the detached setting of a classroom or laboratory, indigenous people have traditionally acquired their knowledge through direct experience in the natural world. For them, the particulars come to be understood in relation to the whole, and the ‘laws’ are continually tested in the context of everyday survival.” (Barnhardt & Kawagley, 2005).

Need to assign values when discussing 'full potential' - otherwise they can reach full potential in - something not desirable to 'society'.

Gateway subsiding Rebel Sport - how much of school's money is spent 'preparing' students for retail

"fuel the desire in children to want to exist in a 'grownup' way"G Biesta


What 60 schools can tell us about teaching 21st century skills 

Another school may have alerady solved your problem
Critical thinking and problem solving - how do we teach this in class?
Schools not good at innovation. They are risk averse - taking a risk has larger downsides than upsides.
Change is HARD. but not as hard as all the other problems in the world - it is 'uncomfortable'
Teach kids blooms taxonomy
Ecosystems survive if they are: Creative/Adaptive/Permeable/Dynamic/Systemic/Self-Correcting
students can access all types of knowledge now - part of the cognitosphere
Dewey model of education is best
Teach 'into the unknown'. Self evolving learners. Self evolving organizations.

----Towards reconceptualizing leadership 

Knowledge as a verb - something we do something with, ,not just something we have - which has implications for leadership. Knowledge as a NOUN - something tht we 'get'  leads to autocractic bla bla...

Knowledge creation as a social process
 Lipman (1999) has found that school reforms that empower teachers to become leaders had little effect on African American student achievement unless issues of class, race and gender were made a priority. Critical studies of class, race or gender have not been robustly addressed in studies on leadership itself or twenty-first century education, but in related fields like critical multicultural studies (Nieto, 2006; Sleeter, 2005). In New Zealand, the works of Bishop (1999) and Macfarlane (2004, 2007) emphasise the importance of addressing the social context and issues of power relationships in improving the achievement of diverse learners through school leadership.

tif this combination does not happen, issues of equity fall off the agenda of education and a polarisation between those who can create new knowledge and those who need basic skills and ‘old knowledge’ will emerge. 

NZ curriculum challenges us to think a lot deeper than we currently do...
Moving away from Principal as the 'central figure'
First step is that principals etc need to encourage the idea of a distributed leadership. No point asking teachers to think about all these great ideas if they are discouraged by the centrist role of the leader.

week two class
google form to live spreadsheet for class discussion. Ask questions via forms and students answer live on the blackboard.

ITL - innovative teaching and learning

21st century skills : Collaboration, Knowledge construction, Self-regulation, Real-world problems/innovations, ICT for learning, Skilled Communication

21st century learning design rubrics ask how we build activities that give students the chance to build 21st century skills.

Our competency was : Relating to Others
It is very important. A good leader is inclusive. You need to relate well with others for effective teaching/learning practice.
professional standards: "Actively contribute, and work collegially, in the pursuit of improving my own and organisational practice, showing leadership, particularly in areas of responsibility" 

Examples : Good PRT leader - relating to 'us ' as new teachers - improving our leadership s teachers.

relating to students who are struggling , treating them as 'humans' not just ' bad students'. Breakthrough in behaviour and hopefully learning also.

Individual Task _
3 different problems, challenges, frustrations,area of concern in my own practice.

  1. Students not completing work
  2. Group work not being collaborative or producing 'useful' results
  3. The need to build fluency in written communications
  4. Wide variety in students language competency